Introduction: A Festschrift in Honor of Earl A. Alluisi

A battery of 10 traditional paper-and-pencil aptitude tests and a battery of 25 cognitive-components-based tests were administered to 298 men and women to investigate the common sources of variance in those batteries. Earlier confirmatory factor analyses showed each battery to have a hierarchical structure, each with a single higher order factor. The higher order factor in the paper-and-pencil battery had previously been identified as general cognitive ability, or g. The higher order factor from the cognitive-components battery had been identified as working memory. The intercorrelation of the higher order factors from the two batteries was .994, indicating that both measured g. The proportion of common variance because of g was greater in the cognitive-components battery than in the paper-and-pencil battery. The correlations between each factor based on cognitive components and g averaged .946. Despite theoretical foundations and arguments, cognitive components tests appear to measure much the same thing as traditional paper-and-pencil tests.     

Motor Performance of Stutterers and Nonstutterers on Timing and Force Control Tasks

Recently it has been suggested that speech and manual timing tasks share a common central process (Franz, Zelaznik, & Smith, 1992). Because stuttering is thought to be related to deficits in motoric processes such as timing, stutterers (n = 15) were compared with a set of age-, education-, and sex-matched nonstutterers on timing and isometric force-production tasks. In the timing tasks, subjects flexed and extended the right index finger at the metacarpophalangeal joint at cycle durations of 600, 500, 400, 300, and 200 ms. In the force-production tasks, subjects generated isometric forces to match target force levels displayed on a cathode-ray tube (CRT) screen. There were five levels of force, ranging from .11 to 7.85 newtons. Overall, there were no differences in timing and force-production performance between stutterers and nonstutterers. These results are similar to those obtained recently by Hulstijn, Summers, van Lieshout, and Peters (1992). We suggest that stuttering is not characterized by a general deficit in rhythmic timing. Instead, the motor deficit associated with stuttering should be viewed as speech specific.     

Chameleonic social identities: Context induces shifts in homosexuals' self‐stereotyping and self‐categorization

Do people align their self‐concepts to the environment? It was predicted that low‐status (homosexuals), but not high‐status group members (heterosexuals), respond to environmental cues by shifting the type of self‐categorization and self‐stereotyping. In the presence (vs. absence) of environmental cues to sexual orientation, homosexual individuals felt more talented for typically homosexual jobs and showed greater self‐stereotyping on typically homosexual traits (Experiment 1). Using implicit measures of self‐categorization and self‐stereotyping, we observed parallel findings for homosexuals, but not for heterosexuals (Experiment 2). Results are discussed in relation to research on stigma, with particular attention to the potential benefits for low‐status group members of changing their implicit self‐concept flexibly across situations. Copyright © 2013 John Wiley & Sons, Ltd.     

Brief communications from the edge: psychotherapy with challenging adolescents

Issues of technique in work with adolescents who, if adult, would attract a forensic label, are discussed with especial focus on interpretation and countertransference in the light of primitive anxieties and body-based mechanisms of defence. The therapist as 'new object' and 'developmental object' is explored. The case study of Matthew - a mid-adolescent who has abused a younger child, is delinquent, seeks violent and dangerous situations and experiences outbursts of aggression - is used as illustration throughout.     

Correspondence

Dorothy Judd: Give Sorrow Words: working with a dying child. Published by Free Association Books, 1989. £12.95.

Clifford Yorke, Stanley Wiseberg, Thomas Freeman: Development and Psychopathology — Studies in Psychoanalytic Psychiatry. Published by Yale University Press. £22.50.

Otto Weininger: Children's Phantasies. The Shaping of Relationships. Published by Karnac Books, 1989. £14.95.

Lynn Barnett: Enriching Day Care, 1989. Anna Freud Nursery, 1988. Buddle Lane, 1987. Available from Concorde Video Films Council Ltd., 201 Felixstowe Road, Ipswich, IP3 9BJ. Price £10 to hire, £30 + p.p. &; V.A.T. to buy.     

Some questions concerning states of fragmentation: unintegration,under-integration,disintegration, and the nature of early integrations

The paper attempts some clarifications and differentiations concerning (1) Bick's classic distinction between states of helpless unintegration and states of defensive disintegration; (2) the difference between a state and a phase, and Bick's apparent challenge to some aspects of object relations thinking. The paper then lists some types of early pre-depressive and pre-Oedipal integrations and integrators: these include, as well as various kinds of containment, the role of the interested, interesting, and occasionally reclaiming object.     

Revisiting effects of contextual strength on the subordinate bias effect: Evidence from eye movements

In this study, we examined two issues regarding the role of context in ambiguity resolution: whether access to the contextually appropriate meaning is exhaustive or selective, and whether the contextually inappropriate meaning is inhibited. Participants read texts in which a biased ambiguous word was encountered twice while their eye movements were measured. The context preceding the first encounter varied in the extent to which the subordinate meaning was supported; the context preceding the second encounter always supported the dominant meaning. The findings suggest that lexical access is exhaustive but can be influenced by context, and that the subsequent accessibility of the contextually inappropriate meaning is unaffected by previous selection processes. The results were interpreted in terms of the assumptions of the reordered-access model and activation mechanisms that operate during reading.     

Explicit Beliefs about Aggression, Implicit Knowledge Structures, and Teen Dating Violence

This study examined whether explicit beliefs justifying aggression and implicit knowledge structures theorized to facilitate aggression both contributed to between-subjects differences in teen dating violence (TDV). In addition, this research examined the contribution of explicit and implicit cognitions in the prediction of within-subjects changes in TDV over a 6-month period. Participants were 147 14- to 17-year-olds (48 % female) recruited from courts and agencies providing services to adolescents in trouble because of antisocial behavior. Teens completed a measure of explicit beliefs justifying aggression, a speeded word-completion task designed to measure aggressive content in implicit knowledge structures, and a measure of TDV. Measures were completed at 3 assessments, spaced 3 months apart. Results indicated that explicit beliefs justifying aggression and implicit knowledge structures theorized to facilitate aggression both contributed independently to between-subjects differences in TDV. However, only explicit beliefs about aggression were associated with within-subjects changes in TDV over the 6-month study period. These findings highlight the importance of considering both explicit and implicit cognitions in attempting to understand the perpetration of TDV.